Posted in Collaboration, Collaborative learning, Critical thinking, Hands-on activities, Tactile, Whimsy

Chapter 78: Brick by Brick

The goal of any lesson plan should be 100% engagement. The more fun the activity, the higher your likelihood of hitting that number.

Two things will get you to 100% engagement every time: Play-doh and Legos.

Last year, I discovered that many of my sixth-graders lacked the soft skills necessary to work effectively in small groups. To remedy that problem, I started this semester by isolating those skills and teaching them explicitly before getting into content-based lessons.

Delegating tasks became a two day unit. On Day One, I assigned the kids to groups and had them fill out a questionnaire about their individual skills. After assessing their strengths, they used that information to assign themselves specific roles: facilitator, researcher, presenter, or scribe. At the end of the lesson, the kids shared their assignments and explained their reasoning to the class.

On Day Two, I handed each group a small set of Lego knockoffs and gave them about 45 minutes to assemble it, awarding prizes for speed and accuracy. As the kids worked, they fulfilled their assigned roles: The facilitators kept track of time, the researchers kept an eye on the instructions and made sure the group’s work matched the diagrams at each step, and the presenters explained the group’s process to the rest of the class when they finished. The scribes didn’t have much to do, but every member of the group was responsible for helping with the actual assembly process.

At the end of the class period, we did a whole-class debriefing in which the kids analyzed what worked and what didn’t and discussed what they would do differently if they could start over.

The kids had a ball, and as the groups head into their first content-based project tomorrow — a simple exercise in which they are to write their own questions for a class discussion about Edgar Allan Poe’s “The Raven” — I’m looking forward to seeing how they apply their Lego lesson to a more academic task.

To keep my costs down, I bought this bulk pack of off-brand Lego sets from Amazon, which runs about $36 for 18 individually packaged sets, each with its own instruction sheet. The bricks are smaller than standard Legos, but the instructions were fairly clear, and we didn’t have any missing pieces, which is about all I can ask for $2 per group.

Emily

Posted in Hands-on activities, Learning styles, Math, Sensory, Student engagement, Tactile

Chapter 74: Jellybean Ratios

Some of my students are starting a unit on ratios, so I gave them a sweet lesson: I brought in plastic Easter eggs full of jellybeans and instructed them to sort the jellybeans by color, complete a table showing the number of each color they had, and then answer a series of questions:

  • How many total jellybeans do you have?
  • What is the ratio of orange jellybeans to total jellybeans?
  • What is the ratio of purple and green jellybeans to red and orange jellybeans?
  • How many jellybeans are not yellow?
  • What is the ratio of yellow jellybeans to jellybeans that are not yellow?

Once they had their individual jellybeans sorted, I helped them get their class totals, which they entered into a new table, and then they used those numbers to solve a second series of problems:

  • How many total jellybeans do we have in our class?
  • What is the ratio of yellow jellybeans to green jellybeans in our class?
  • What is the ratio of purple jellybeans to orange jellybeans in our class?
  • What is the ratio of purple and pink jellybeans to red and green jellybeans?
  • What is the ratio of orange and red jellybeans to total jellybeans?
  • What is the ratio of yellow jellybeans to jellybeans that are not yellow?
  • What is the ratio of yellow jellybeans to total jellybeans?

Once they completed the assignment, we checked our answers, and then they were allowed to eat their jellybeans.

You can use any type of candy for this activity, as long as it comes in multiple colors and isn’t too messy. I’ve used M&Ms, Starbursts, Skittles, and jellybeans with equal success. Fruit-flavored Tootsie Rolls and Laffy Taffy would also work. I chose jellybeans this time around because A.) I have a student with an allergy that renders M&Ms unsafe, and B.) jellybeans are cheap right now because it’s almost Easter.

Every time I’ve done this activity, I’ve gotten 100% engagement. There’s nothing like the prospect of free candy to get kids invested in a lesson. It’s a very Montessori sort of activity, too, because it involves multiple senses: The kids are looking at the candy, reading and listening to the instructions, discussing their answers, handling the candy as they sort it by color, and (their favorite) tasting and smelling the candy when they get to eat it at the end of the lesson.

Posted in Kinesthetic, Learning styles, Math, STEM, Tactile

Chapter 36: Positive or negative?

When I taught math in Tulsa, one concept my freshmen really struggled to understand was the difference between positive and negative integers. They simply could not get their heads around the idea that -5 was not the same thing as 5, and I despaired of ever making them understand it.

We added and subtracted. We graphed inequalities on number lines made from yardsticks and chalkboard paint. I constructed a walkable number line and had them wander back and forth to solve problems. We wrangled with those integers every day, in every way I could dream up, to no avail: Some kids caught on, but some still would get to the end of a lesson and say, “Isn’t minus three the same thing as three?” until I was ready to pull my hair out.

I decided the lesson would be more memorable if they were emotionally invested in it, so I brought in a bag of Starbursts and started handing them out, a few at a time, with instructions to wait until the end of class to eat them.

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